Ask the Expert Educator Edition Developing Partnerships with Parents and Caregivers

www.help4adhd.org (800) 233-4050 Help4ADHD@CHADD.org Ask the Expert Educator Edition Developing Partnerships with Parents and Caregivers Lee Kern, Ph.D. Lehigh University The National Resource Center on ADHD: A Program of CHADD is the nation s clearinghouse for evidence-based information on ADHD. This Ask the Expert webcast is supported by Cooperative Agreement Number NU38DD005376 from the Centers for Disease Control and Prevention (CDC) and does not necessarily represent the official views of the CDC. The National Resource Center on ADHD, CHADD and the CDC do not endorse, support, represent or guarantee the accuracy of any content presented or endorse any opinions expressed in this webcast.

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Today s session Identify ways to communicate with parents and caregivers Explain how typical classroom strategies can be tailored to home activities Examples of how parents and caregivers can embed pre-academic skill instruction into home routines

A little background Behavior management is a major concern for teachers and parents Parents/caregivers may receive limited instruction in behavior management There are skills and strategies that teachers and parents can learn and put into practice to improve child behavior at home as well as school

Why Are Partnerships So Important? Essential for learning to continue outside of the classroom Helps preschoolers with ADHD who need consistent reinforcement of positive behaviors and early pre-academic skills Strengthens the work that you are doing in the classroom to help with challenging behaviors and school readiness

Why Are Partnerships So Important? Consistency across settings can prevent many problem behaviors Increases parent understanding of how child is doing academically and behaviorally Collaboration when problems arise

Why Are Partnerships So Important? Parent involvement has many benefits Higher grades and test scores Long-term academic achievement Better student attendance Improved attitudes about school Improved behaviors Meaningful involvement at an early age has the most significant and long-lasting effects

Why Are Partnerships So Important? Young children with/at-risk for ADHD do not do as well as their same age peers in academics and demonstrate higher levels of disruptive behaviors Parents are experts of their children May know specific strategies to improve behaviors Teachers are the experts in the classroom Know the curriculum Teachers often have access to behavior management training

Strategies to Communicate with Parents Make contact early in the year Acknowledge difficulties that exist and appreciate parent efforts Plan to regularly discuss progress Determine how often Recommend at least weekly Plan for how to most effectively communicate What is the preferred mode? Email, communication book, phone call, text

Examples of Communication

Examples of Communication Johah s Daily Behavior Chart Date

Behavior Management: Three Basic Classroom Strategies that can be Tailored for Home Provide praise and encouragement Establish expectations Create schedules and routines

Strategy 1: Provide Praise and Encouragement Why? Powerful way to show support Teaches child what is expected A simple way to increase desired behavior

Strategy 1: Provide Praise and Encouragement How? With words & actions Uses specific praise statements When? Immediately after the desired behavior Consistently after each desired behavior

Strategy 1: Provide Praise and Encouragement-- Examples Examples to share with the parent: Specific Praise You did a nice job washing hands I m proud of the way you put the cars in the bin Great sitting at the table Non-examples Way to go Nice job I like that

Strategy 2: Establish Expectations at Home Why? Makes clear what parents expect Helps parents focus on teaching appropriate behavior

Strategy 2: Establish Expectations at Home How? No more than five Brief and clear Tell children WHAT TO DO Tell them what will happen if they comply Tell them what will happen if they do not comply Praise them for following expectations

Example of Classroom Expectations

Example of Home Expectations 1. Listen when Mom and Dad are talking. House Rules 2. Sit at the table during meal times. 3. Put away toys when we are done playing. 4. Share with your brother and sister.

Strategy 2: Establish Expectations at Home Strategy to share with parents: 1. State the expectation Be positive Be consistent 2. Model the expectation 3. Provide frequent praise for following the expectation 4. Wait for a response 5. Restate the expectation (if needed) If problem behavior occurs: Restate the expectation and add If you don t meet the expectation (this) will happen. 6. Avoid threats

Strategy 2: Establish Expectations at Home Example to share with parents: The Problem: Where? At the store What? Your child often runs ahead of you through the parking lot and into the store. Set up expectation: Walking feet Stay next to me (mom/dad) Establish consequences If they meet the expectations Walk independently next to you Can pick cart Can earn a sticker If they don t meet the expectations Need to hold hands Return to the car and start over Follow through Based on the child s behavior, respond just as you said you would Consistency is important!

Strategy #3: Create Schedules and Routines Why? Problem behavior frequently occurs during transitions A schedule tells you What is coming What I will do What will happen first What will happen next What will happen last Is it the same or different from other days

Strategy #3: Create Schedules and Routines Schedule Routine Activity The day A part of the day Something that happens during the routine

Strategy #3: Create Schedules and Routines Why? Helps child know what to expect Increases child s participation in the desired tasks Provides opportunities for child to increase independence Provides important daily learning opportunities

Example of Home Schedule

Example of Home Routine

Example of Home Activity

Example of Home Activity Steps for brushing teeth: Put toothpaste on brush Brush teeth Rinse toothbrush

Strategy #3: Create Schedules and Routines Share with parents: Create a visual schedule Have words and pictures Remove what is finished Use your schedule Post the schedule Review it daily Use pictures Take pictures off Complete task Example schedule and Resources 1. http://www.pbisworld.com/ti er-2/individual-visualschedules/ 2. http://organizingmadefun.blo gspot.com/p/kids-chorecharts-and-schedules.html 3. http://www.chartjungle.com/ schedules.html

Strategy #3: Create Schedules and Routines Share with parents: STEPS: Take the picture off Say the picture name, Time to Put the picture in the pocket Do the task Teach your child the steps: Model for your child ( You do it) Guide your child, (Do it together) Let your child do it (They do it)

Imbedding Pre-Academic Skills at Home

Imbedding Pre-Academic Skills at Home Why? Preschool age children with/at-risk for ADHD do not do as well as their non-adhd peers in reading and math ADHD symptoms predict lower math and reading scores by 3 rd grade Increased national standards for education expect children to know more by kindergarten entry Children with/at-risk for ADHD need to be taught early reading and math to prepare them for school

Imbedding Pre-Academic Skills at Home Reading Stories: Dialogic Reading

Dialogic Reading What is different? Child becomes the active participant Adult becomes the listener or questioner

Dialogic Reading Why? In just a few weeks of Dialogic Reading, children can jump ahead by several months in pre-academic skills, such as vocabulary and pre-reading skills. When? Most commonly recommended amount to see gains is 10-20 minutes of reading a day

Dialogic Reading- CROWD Acronym Completion Prompts (leave a blank at the end of a sentence) Recall Prompts (questions about what happened) Open-ended prompts (questions about pictures in book) Wh-Prompts (what, where, when, why, how questions) Distancing prompts (relate book to outside experiences)

CROWD ~ Examples O-What do you think he is thinking about? W-What is coming out of the apple? D- Remember when we were playing outside yesterday, where else do worms live? W- Which picture is a picture of a jar? O- *pointing to the picture in the upper left* What happened to this apple? O How do you think they get the apple in to the jar?

CROWD ~ Examples C Hedgy eats? O What else do you think Hedgy eats? Wh What letter is this? *point to the A in apples* R- What is this guy s name? O Tell me what s happening in this picture. Wh What is different about these apples on Hedgy s head compared to the apples on his head before on page 4?

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The information provided in this episode of Ask the Expert is supported by Cooperative Agreement Number NU38DD005376 from the Centers for Disease Control and Prevention (CDC). The Ask the Expert webinars contents are solely the responsibility of the invited guest Expert and do not necessarily represent the official views of CDC. Neither CHADD and the National Resource Center on ADHD, nor the CDC endorses, supports, represents or guarantees the accuracy of any material or content presented in the Ask the Expert webinars, nor endorses any opinions expressed in any material or content of the webinars. CHADD and the National Resource Center on ADHD offer webinars for educational purposes only; the information presented should not be regarded as medical advice or treatment information.